Establishing model thinking is the basic way for students to experience and understand mathematics and the outside world. The process of establishing and solving the model includes: abstracting mathematical problems from real life or specific situations, establishing quantitative relations and changing laws in mathematical problems such as equations, inequalities and functions with mathematical symbols, finding out the results and discussing the significance of the results. The study of these contents is helpful for students to initially form model ideas and improve their interest in learning mathematics and their awareness of application.
Model consciousness mainly refers to the preliminary understanding of the universality of mathematical models. The main performance of model consciousness is to know that mathematical models can be used to solve a class of problems, which is the basic way of mathematical application; Can realize that the biggest problems in real life are related to mathematics, and consciously use mathematical concepts and methods to explain. Model consciousness is helpful to carry out interdisciplinary subject learning and enhance the application consciousness of mathematics, which is the empirical basis for forming model concepts.
The essence of modeling thought is to let children experience and understand the connection between mathematics and the outside world. In order to achieve this goal, you can provide children with typical materials. To put it simply, the materials mentioned should be highly consistent with the mathematical model to be established, which is beneficial for children to better observe the real situation, extract useful information, and then find and put forward mathematical problems and abstract the mathematical model.
mathematical modeling
A complete mathematical modeling process includes: finding problems, putting forward problems, analyzing problems, establishing models, determining parameters, calculating solutions, verifying results, improving models, and finally solving? Practical problems. This process fully embodies the core literacy of mathematics curriculum, namely, mathematical observation, mathematical thinking and mathematical expression. Because of this, many countries and international organizations refine their mathematical literacy on the basis of mathematical modeling process.
There are two main views on mathematical modeling in primary and secondary school mathematics courses: one is to regard mathematical modeling as a special mathematical application activity and focus on building new mathematical models to solve practical problems; Secondly, mathematical modeling is regarded as a teaching activity to learn and understand mathematics, which focuses on understanding various abstract models of mathematics with model ideas, including concepts, relationships and structures.
Concepts, relationships, operations, figures and data in primary school curriculum are directly derived from real life and are the result of mathematization of real models. When these mathematical objects are used to solve practical problems, they need concrete models to express their practical significance. By establishing this two-way connection between mathematics and the real world, students can form a preliminary model consciousness. In primary school, we should pay more attention to the application of some known and simple mathematical models and the process of mathematization.